An Empirical Study On The English Listening Teaching In Junior High School From The Perspective Of Schema Theory

In the current foreign language teaching,listening comprehension,as a basic language skill,has been paid more attention.However,students’ listening performance is not often ideal.The main reason of such problem is that many English teachers regard listening comprehension as a simple input skill,which deviates from the objectives and requirements of English listening teaching.Based on the needs of English Curriculum Standards of Compulsory Education(2012)and the requirements set by society to develop English listening teaching,the author carries out the experiment to attest that the English listening teaching in junior high school from the perspective of schema theory can enhance students’ listening comprehension ability and thus to improve the quality of English listening teaching in junior high school.This study aims to address the following research questions:1)What is the status quo of English listening learning of junior high school students?2)Can students’ listening ability be improved by the English listening teaching in junior high school based on schema theory?3)Are there some differences concerning the effect of improving listening ability among students at different levels by the English listening teaching in junior high school based on schema theory? If so,what are the differences?This study is an empirical study,taking 97 students from Class 1,Grade 8 and Class 2,Grade 8 of XX School as the research participants,and conducting a three-month classroom teaching experiment.Among them,Class 2,Grade 8 is the experimental class in which the English listening teaching method based on schema theory is adopted.Class 1,Grade 8 is the control class,in which the conventional English listening teaching method is used.Before and after the experiment,the author collects data by the research instruments including questionnaires,English listening tests and the interview,and analyzes the data by SPSS 25.0.The results as regards the study are as follows: 1)The status quo of junior high school students’ English listening learning isn’t optimistic.Influenced by the conventional listening teaching method,most students aren’t interested in listening,find it difficult to learn listening and seldom use schema awareness to do listening comprehension;2)The English listening teaching method in junior high school based on schema theory can stimulate students’ interest in listening learning,promote students to master some listening skills,improve students’ listening scores,and thus enhance their listening comprehension ability;3)There are differences concerning the effect of improving listening ability among students at different levels by the English listening teaching method in junior high school from the perspective of schema theory.The middle-level students have made the first greater progress,the low-level students have made the second greater progress and the high-level students have made the third greater progress.The research results show that the English listening teaching method based on schema theory can achieve good results in junior high school.The author hopes that this study can provide some meaningful teaching and research insights for English teachers in junior high school.